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PRISM

PRISM. Tracy Rundstrom Williams, Ph.D. TCU Center for International Studies. Purpose. Synthesize, utilize ideas you’ve heard Improve on what you already to Through a mutidimensional pedagogy. Origins / Motivation. Linguistic Training.

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PRISM

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  1. PRISM Tracy Rundstrom Williams, Ph.D. TCU Center for International Studies

  2. Purpose • Synthesize, utilize ideas you’ve heard • Improve on what you already to • Through a mutidimensional pedagogy

  3. Origins / Motivation

  4. Linguistic Training • Frustration with quantitative approaches to measuring intercultural competence • Interest in capturing “students’ words” • Interest in teaching students to articulate their own outcomes

  5. Qualitative approach – Assessing student outcomes • What to measure? • How to measure?

  6. What to Measure? Creating Learning Outcomes • "If you aim at nothing, you'll hit it every time. “ ~ Unknown • Articulating goals – Learning Outcomes – provides direction, something to aim for. • Providing Learning Outcomes grounds study abroad in LEARNING / academia. • TCU’s Learning Outcomes:

  7. TCU Learning Outcomes • Increased understanding of international & cultural issues • Increased flexibility • Increased open-mindedness and curiosity • Enhanced critical skills • Enhanced sense of self in global community

  8. How to Measure? Qualitatively • Open-ended questions • Table-topics at Celebration • Photo Contest • Rubrics

  9. Take One Define Learning Outcomes Create Assessment

  10. Reflective Model of Measuring Intercultural Competence • Williams, Tracy Rundstrom. 2009. The reflective model of intercultural competency: a multidimensional, qualitative approach to study abroad assessment. Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. XVIII, 289 – 306.

  11. Take Two Define Learning Outcomes Create Assessment Assess … Examine gaps … do what?

  12. Facilitating Student Development • Intercultural Competence does not occur simply as a result of being abroad. • Students need: • Direction • Intentionality • Feedback • Reflection • “A goal without a plan is just a wish” Antoine de Saint Exupery

  13. Take 3 Define Learning Outcomes How to facilitate learning … ? Facilitate Learning Assess Examine gaps

  14. How to facilitate learning?

  15. New Tools & Techniques How can we help students examine intercultural encounters • More in-depth? • With new eyes?

  16. Considerations • Experiential Learning Theory • Millennial Students • Intercultural Competence components

  17. Experiential Learning Concrete Experience (Kolb 1984) Reflection Active Experimentation Abstract Conceptualization

  18. Intercultural Competence • AAC&U • Cultural Self-Awareness • Knowledge of Host Culture • Empathy • Intercultural Communication • Curiosity • Openness / Flexibility

  19. Deardorff:

  20. Change Your LENS • Look objectively: • Recognize that you are not viewing the encounter or event neutrally, but interpreting it through your expectations and judgments, which are often conditioned by your culture. Eliminate judgmental words, and describe the encounter or event objectively. • Examine your assumptions: • Be open-minded and curious, and look carefully at the assumptions you’ve made to see what values, habits, beliefs, and other cultural influences have led you to view the encounter or event as you did. • Note other possibilities: • Be flexible and use your knowledge of the culture to envision what other values, habits, and beliefs might be at work here, and how they might lead to a different conclusion. • Substantiate with locals: • Use your intercultural communication, critical thinking and people skills to ask locals or bicultural people if the new possibilities you’ve generated are accurate, or if there are other parts of the culture you’ve overlooked.

  21. Change Your LENS • Williams, Tracy Rundstrom. 2013. Examine your LENS: A Tool for Interpreting Cultural Differences. Frontiers: The Interdisciplinary Journal of Study Abroad, Vol. XXII, 148 – 165.

  22. Still something missing … • I wanted to create a pedagogy for developing intercultural competencies

  23. The PRISM

  24. Why a PRISM? • Prisms: • Uses facets, angles • change the direction of a light wave • producing a different wave output • The PRISM Program • Uses tools, resources, intervention • Change the student’s understanding of the intercultural experience • Producing a more nuanced understanding

  25. Why a PRISM? • I am not the “teacher” – the city, the locals are the “teacher” • I am the facilitator – I provide the prism: • Tool • Modalities • Opportunities

  26. Creating the Pedagogy Theoretical and Practical Basis

  27. Experiential Learning Concrete Experience (Kolb 1984, ) Reflection Active Experimentation Abstract Conceptualization

  28. Behavioral Economics • Reminders of values regulate behavior • Ariely. 2008. Predictably Irrational • Oaths, written agreements, visual reminders

  29. Intercultural Competence • AAC&U • Cultural Self-Awareness • Knowledge of Host Culture • Empathy • Intercultural Communication • Curiosity • Openness / Flexibility

  30. Deardorff:

  31. Target Audience • Study Abroad Professionals, Faculty: • Variety of academic backgrounds • Limited resources • Limited ability to require study abroad class / add on to student’s experience

  32. The Solution

  33. A pedagogy to • Provide options • Modalities • Degrees of implementation • Provide resources • Centralized source of ideas from others (toolbox) • Sample syllabi • Capitalize on millennial students and experiential learning research

  34. Goals • Curriculum intended to: • Facilitate engagement in the host culture • Promote reflection on cultural learning • Document learning • Student Outcomes • Develop intercultural competencies • Articulate their learning • Recognize the transferability

  35. The PRISM

  36. PRISM • The PRISM is an approach to engaging students in their own learning by giving them: • PERSPECTIVES to consider • RESOURCES to study • opportunities to generate INSIGHTS • opportunities to develop SKILLSETS • opportunities to adopt MINDSETS

  37. Perspectives • Snipets of info: • To introduce the topic • To contextualize the topic • To stimulate thinking / conversation on the topic • Examples: • Quotes • Purpose / goal: • To begin generating knowledge • To serve as reminders

  38. Resources • More in-depth sources of info • To explain and illustrate the topic • To further develop understanding • Examples: • Readings • Videos • Purpose / goal • To expand understanding / knowledge

  39. Insights • Thoughtful reflections or illustrations • To show understanding of the element • Examples: • Reflection papers • Classroom discussions • Purpose / goal: • For students to articulate themselves their understanding • Students will generate INSIGHTS on the topics through illustrations or accounts. (Bloom’s taxonomy: Level 4: Analysis)

  40. Skillsets • Engaging and interactive activities • To develop the competencies • Examples: • Assignments / activities • Games • Purpose / goal • To implement / apply the learning through engagement, experience, kinetics • Students will execute SKILLSETS through engagement activities. (Dave’s Psychomotor taxonomy: Level 2: Manipulation)

  41. Mindsets • Attitudes • To incorporate the competencies into life • To adopt a mindset • Examples • Quotes • Mantras • Purpose / goal • To live the element, to make it a part of one’s attitudes and lifestyle, to embrace • Students will demonstrate an ability to report / justify MINDSETS through discussions or testimonies. (Krathwohl’s Affective taxonomy: Level 2: Responding / Leveling 3: Valuing)

  42. The Cycle Perspectives Mindsets Skillsets Resources Insights

  43. Step 1: Develop Learning Outcomes

  44. Learning Outcomes • Cultural Self-Awareness • Knowledge of Host Culture • Empathy • Intercultural Communication • Curiosity • Openness / Flexibility AAC&U Rubric Link

  45. Step 2: Expand through PRISM

  46. Learning Outcome: Knowledge of Host CultureDemonstrates more sophisticated understanding of the complexity of elements of another culture (history, values, politics, communication styles, economy, or beliefs and practices)

  47. Learning Outcome: Opennes s & FlexibilityInitiates and develops interactions with culturally different others and suspends judgment in valuing her/his interactions.

  48. Step 3: Implementation

  49. Pre-departure • Marketing • Perspectives: http://studyabroad.tcu.edu/default.asp?pid=162 • Application • Insights: application essays • Orientation • Class

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